Page 90 - ELD_NT_MiddleSchool_Sampler

aCTiviTy 1.2
Plan
Materials: Picture of a blood hound, Southern coon hound, or other dog noted for its sense of smell; picture of a hawk or owl
Suggested Pacing: 1 50-minute class period
California English Language Development Standards
ELD.PI.8.1 Exchanging Information and Ideas
ELD.PI.8.4 Adjust language choices to suit the academic setting.
ELD.PI.8.5 Listening Actively ELD.PI.8.6c Using Knowledge of
Morphology
ELD.PI.8.12a-b Selecting Language Resources
Teach
1 Askstudentstochorallyreadthe Learning Targets aloud. When finished, explain to students that in this lesson, they will learn the key academic and social language that is necessary to understand the unit text: Made You Laugh.
2 Review each of the words in the Vocabulary Preview by using props, gestures, or miming to help make language comprehensible for students. For example, for the word keen, you may wish to show students a picture
of a hound/hunting dog and say: This dog has a keen sense of smell. Then you may wish to show students a picture
of an owl or hawk and ask: What keen sense does this bird have? (It has a keen sense of sight.) Check frequently for understanding by asking questions about each term.
3 Display each of the words (no definitions) from the Vocabulary Preview. Read them aloud and have students repeat after each word. Guide students in playing a “Password” type activity. Have students mark page 143 in their books (i.e. with a bookmark
or slip of paper), and then close their books. Say: Raise your hand if you know the word. Read one of the definitions from the Vocabulary Preview. Call on the first student volunteer who raises a
TCB_SE_G8_U4_P1.indd 143
hand. If the student volunteer says the correct word, allow that student to open his or her book and read the definition for the next word. Repeat until all students have participated.
4 Collaborate: Once you’ve reviewed each of the words and phrases, have students work in triads to complete the practice exercises. Have each group report out with at least one response. Clarify or confirm as appropriate.
DIFFErEnTIaTE InteractinginMeaningfulWays:SelectingLanguageresources
5 Distribute copies of the Roots and Affixes Graphic Organizer to each student. Say: A suffix is a word part that we can add to the end of a word to change the word’s meaning. The suffix -ly can change make an adjective and adverb. For example, if you add an -ly to the word happy, you get happily. Write the example on the board. Display a simple T-chart with the words
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academic and Social language Preview
Learning Targets
• Develop a growing set of academic and social vocabulary to create precise shades of meaning in reading, speaking, and writing. PI.8.12a
• Adjust language choices to suit the academic setting. PI.8.4
VoCabUlaRy PReVIeW
arbitrary: (adjective) based only on what one wants or thinks; ignoring rules or others’ opinions cultures: (noun) societies
features: (verb) includes; presents
instance: (noun) an example; something that shows or proves
keen: (adjective) sharp and quick in seeing, hearing, or thinking livelihood: (noun) means of supporting oneself
operator: (noun) a worker who answers a telephone
repetitive: (adjective) happening again and again
sequence: (noun) the order in which things follow one another significant: (adjective) meaningful
typical: (adjective) usual; normal
aCTIVITy 1.2
Unit 4 • The Challenge of Comedy • Part 1: Made You Laugh 143
220 SpringBoard® English Language Development Grade 8
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© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.